A system of token economy associated to response cost applied to the out of the task behaviour of two adolescents suffering from Attention Deficit Hyperactivity Disorder (ADHD)
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/6883 |
Resumo: | The aim of this study was to evaluate the impact of a program of token economy, that is, positive reinforcement, associated to negative punishment, that is, response cost, on the “out of the task” behaviour of two adolescents diagnosed as suffering from Attention Deficit Hyperactivity Disorder (ADHD). The program involved presenting or removing points contingent to the emission of adequate or inadequate behaviour, respectively, considering the task at hand. The token economy system was carried out through the adoption of colourful individual cards numbered from one to 10 points. Points were also removed when the student showed at the present session an increased frequence of inadequate behaviour compared to the last session. When reaching 10 points, the cards were exchanged for the privilegies (positive reinforcers) previously negotiated between teacher and student. Statistical treatment was carried out through the use of Levene and Student t tests. The significance of the difference between means (p < 0.0001) revealed the efficacy of the intervention treatment on the behaviour of both participants. It was concluded that the merging effect of the positive reinforcement and negative punishment (= response cost) learning principles leads to the modification of classroom disruptive behaviours in children with ADHD. |
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A system of token economy associated to response cost applied to the out of the task behaviour of two adolescents suffering from Attention Deficit Hyperactivity Disorder (ADHD)Sistema de economia de fichas associado ao custo da resposta aplicados aos comportamentos de sala de aula de adolescentes com transtorno de déficit de atenção e hiperatividade (TDAH)Token economyPositive reinforcementResponse cost.The aim of this study was to evaluate the impact of a program of token economy, that is, positive reinforcement, associated to negative punishment, that is, response cost, on the “out of the task” behaviour of two adolescents diagnosed as suffering from Attention Deficit Hyperactivity Disorder (ADHD). The program involved presenting or removing points contingent to the emission of adequate or inadequate behaviour, respectively, considering the task at hand. The token economy system was carried out through the adoption of colourful individual cards numbered from one to 10 points. Points were also removed when the student showed at the present session an increased frequence of inadequate behaviour compared to the last session. When reaching 10 points, the cards were exchanged for the privilegies (positive reinforcers) previously negotiated between teacher and student. Statistical treatment was carried out through the use of Levene and Student t tests. The significance of the difference between means (p < 0.0001) revealed the efficacy of the intervention treatment on the behaviour of both participants. It was concluded that the merging effect of the positive reinforcement and negative punishment (= response cost) learning principles leads to the modification of classroom disruptive behaviours in children with ADHD.http://dx.doi.org/10.5902/1984686X6882O objetivo geral do presente estudo foi avaliar o impacto de um programa de economia de fichas, ou seja, reforçamento positivo, associado à punição negativa, isto é, custo da resposta, sobre o comportamento “fora da tarefa” de dois adolescentes diagnosticados com Transtorno de Déficit de Atenção e Hiperatividade (TDAH). O programa consistia na atribuição ou retirada de pontos consoante a emissão de comportamento adequado ou inadequado à tarefa em execução. O sistema de pontos era efetuado através de cartas individuais, coloridas, numeradas de um a 10 pontos. Também era retirado um ponto, quando o aluno aumentava a frequência de emissão de comportamentos inadequados comparativamente à sessão anterior. Ao atingir 10 pontos, as cartas eram trocadas por privilégios (reforçadores positivos), previamente negociados com o professor. Para testar a igualdade das variâncias utilizou-se a prova de Levene e, para testar a igualdade de médias, utilizou-se o teste t de Student. A significância das diferenças entre as médias foi significativa (p < 0.0001) revelando, assim, a eficácia da intervenção sobre o comportamento dos dois participantes. Concluiu-se que a ação convergente dos princípios de reforçamento positivo e punição negativa (custo da resposta) leva à resolução de comportamentos disfuncionais de crianças com TDAH em contexto da sala de aula.Universidade Federal de Santa Maria2013-06-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/688310.5902/1984686X6882Special Education Magazine; Revista Educação Especial, v. 26, n. 46, maio/ago. 2013; 229-244Revista de Educación Especial; Revista Educação Especial, v. 26, n. 46, maio/ago. 2013; 229-244Revista Educação Especial; Revista Educação Especial, v. 26, n. 46, maio/ago. 2013; 229-2441984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/6883/pdfCruz, Eduardo ChavesBertelli, RosangelaMarafão, Agostinho Jorge Assançãoinfo:eu-repo/semantics/openAccess2015-06-02T17:03:08Zoai:ojs.pkp.sfu.ca:article/6882Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2015-06-02T17:03:08Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
A system of token economy associated to response cost applied to the out of the task behaviour of two adolescents suffering from Attention Deficit Hyperactivity Disorder (ADHD) Sistema de economia de fichas associado ao custo da resposta aplicados aos comportamentos de sala de aula de adolescentes com transtorno de déficit de atenção e hiperatividade (TDAH) |
title |
A system of token economy associated to response cost applied to the out of the task behaviour of two adolescents suffering from Attention Deficit Hyperactivity Disorder (ADHD) |
spellingShingle |
A system of token economy associated to response cost applied to the out of the task behaviour of two adolescents suffering from Attention Deficit Hyperactivity Disorder (ADHD) Cruz, Eduardo Chaves Token economy Positive reinforcement Response cost. |
title_short |
A system of token economy associated to response cost applied to the out of the task behaviour of two adolescents suffering from Attention Deficit Hyperactivity Disorder (ADHD) |
title_full |
A system of token economy associated to response cost applied to the out of the task behaviour of two adolescents suffering from Attention Deficit Hyperactivity Disorder (ADHD) |
title_fullStr |
A system of token economy associated to response cost applied to the out of the task behaviour of two adolescents suffering from Attention Deficit Hyperactivity Disorder (ADHD) |
title_full_unstemmed |
A system of token economy associated to response cost applied to the out of the task behaviour of two adolescents suffering from Attention Deficit Hyperactivity Disorder (ADHD) |
title_sort |
A system of token economy associated to response cost applied to the out of the task behaviour of two adolescents suffering from Attention Deficit Hyperactivity Disorder (ADHD) |
author |
Cruz, Eduardo Chaves |
author_facet |
Cruz, Eduardo Chaves Bertelli, Rosangela Marafão, Agostinho Jorge Assanção |
author_role |
author |
author2 |
Bertelli, Rosangela Marafão, Agostinho Jorge Assanção |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Cruz, Eduardo Chaves Bertelli, Rosangela Marafão, Agostinho Jorge Assanção |
dc.subject.por.fl_str_mv |
Token economy Positive reinforcement Response cost. |
topic |
Token economy Positive reinforcement Response cost. |
description |
The aim of this study was to evaluate the impact of a program of token economy, that is, positive reinforcement, associated to negative punishment, that is, response cost, on the “out of the task” behaviour of two adolescents diagnosed as suffering from Attention Deficit Hyperactivity Disorder (ADHD). The program involved presenting or removing points contingent to the emission of adequate or inadequate behaviour, respectively, considering the task at hand. The token economy system was carried out through the adoption of colourful individual cards numbered from one to 10 points. Points were also removed when the student showed at the present session an increased frequence of inadequate behaviour compared to the last session. When reaching 10 points, the cards were exchanged for the privilegies (positive reinforcers) previously negotiated between teacher and student. Statistical treatment was carried out through the use of Levene and Student t tests. The significance of the difference between means (p < 0.0001) revealed the efficacy of the intervention treatment on the behaviour of both participants. It was concluded that the merging effect of the positive reinforcement and negative punishment (= response cost) learning principles leads to the modification of classroom disruptive behaviours in children with ADHD. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-06-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/6883 10.5902/1984686X6882 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/6883 |
identifier_str_mv |
10.5902/1984686X6882 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/6883/pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 26, n. 46, maio/ago. 2013; 229-244 Revista de Educación Especial; Revista Educação Especial, v. 26, n. 46, maio/ago. 2013; 229-244 Revista Educação Especial; Revista Educação Especial, v. 26, n. 46, maio/ago. 2013; 229-244 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
_version_ |
1799944199561281536 |